Kim, B. (2015). Chapter 5: Designing gamification in the right way.

Library Technology
Reports, (2), 29
Kim's article provides insights into the possibilities and limits of gamifying education.
Because gamification has its limitations, game elements must be implemented thoughtfully and
purposefully, for learning. Important observations in this article show that gamification may
benefit "underperforming" students more than top achieving students" also gamification should
be considered a "supplementary tool" rather than as a replacement for traditional teaching (2015,
p32) There is also an important emphasis of matching the "specific learning goals with types of
games or gaming elements" (2015, p33). Kim lists different types of knowledge and matches
each selection with the best games to support that knowledge. In addition to correlating
knowledge and game design the article warns that some games may contain designs that are
distracting rather than contributing to an increase in content acquisition. It is also important to
consider the effects on gamification on intrinsic motivation. It is suggested that gaming could
even have detrimental long term effects on intrinsic motivation. As stated above the negative
consequence can be minimized when thoughtful game design ensures that extrinsic rewards are
minimized. Another strategy to help maintain motivation is to allow gamers to set personal goals.
Conclusions about implementing a gamified curriculum show that when limitations are
addressed it has great potential and value in instructional design.
Kingsley, T. L., & Grabner-Hagen, M. M. (2015). Gamification: Questing to Integrate
Content Knowledge, Literacy, and 21st-Century Learning. Journal Of Adolescent & Adult
Literacy, (1), 51.
Kingsley et al pursue and publish their own inquiry questions around gamification. They
explore two main question-first they examine how gamification "supports the multi-modal
learning of new literacies" and second they look at how gamification allows for development of
21st century skills including "creativity, collaboration, and critical thinking" (Kingsley et al,
2015, p 53). New literacies are defined as literacies enabled by digital and internet. They use a
new literacies theoretical framework for their discussion. A classroom case study is presented in
which a teachers has transitioned his classroom using Ipads, game software. However, Kingsley
et el remind readers that gamification can be achieved using free or alternative software. Three
aspects of his gamified instruction are examined-the technology, the curriculum and content, and
assessment for learning. The way in which the students' progress through the quest based
activities is explained in detail from initial presentation of big ideas to digitized learning tasks
and final outcomes. (Kingsley et al, 2015). Conclusions show that gamification provides
meaningful opportunities for students to engage in creative and critical thinking activities and
authentic collaboration. Example of tasks that require students to practice those skills is
provided. In terms of assessment, the gamified program requires mastery learning. Kingston et al
conclude that gamified learning environments contribute to development in new literacies.
However they postulate that more research is required to show the relationship between
gamification and traditional literacy. All in all Kingston et al find that gamification is an
important means of makings school relevant to students growing up in a digital age.

Phetteplace, E., & Felker, K. (2014). Gamification in Libraries. Reference & User Services
Quarterly, 54(2), 19-23
This article recognizes gamification as a major trend in both education and marketing and
attempts to show how libraries might use games and gamification to increase engagement. It is
postulated that fewer students are visiting libraries due to the ease and accessibility of
information through digital sources such as Google Scholar. (Phetteplace & Felkner, 2014). As
such libraries are rebranding and reinventing themselves as places for communal discovery.
Gamification is one strategy that can help to make libraries more engaging and can offer patrons
an environment and community to immerse themselves in learning and play. The authors define
gaming in two ways. First it is explained that gamification can manifest itself as game like
structure or mechanics being overlaid onto existing systems, for example some teachers use
badging systems and leveling up to increase engagement. The other definition of gaming is one
in which a learning or library experience is built from scratch with a complete overhaul that
transforms the tasks associated into a game (2014, p 20). The latter is much more difficult and
time-consuming than the former. There are examples of how different libraries how created
gaming experiences (from both strands) and discussion around the success of these programs.
The suggestion is that gamification works best when applied to such practices around
orientations, information literacy, resource selection, and reading programs. Finally the authors
discuss the challenges of gamification including the lack of fun in many school driven interfaces,
the fact that designing a game takes time requires partnerships and is a continually involving
practice. Finally the author notes that if games are not designed correctly they risk decreasing
rather than increasing intrinsic motivation. In conclusion there are tips including addressing each
of the above concerns.
Turkay, S., Hoffman, D., Kinzer, C. K., Chantes, P., & Vicari, C. (2014). Toward
Understanding the Potential of Games for Learning: Learning Theory, Game Design
Characteristics, and Situating Video Games in Classrooms. Computers In The Schools,
31(1-2), 2-22.
This article identifies a dichotomy between the push for gamification and the actual
knowledge and skills of educators in game design and strategies. Turkay et al aim to help
educators understand how to choose and use videos games in the classroom. The article is
divided into three sections: an introduction to games and youth, different learning theories and
their relationships to games and different design characteristics that will help teachers select the
correct game for their purpose (2014, pp 2). To begin the article outlines the rise in passion and
engagement in video games and the decline in enthusiasm for school among many modern
youth. Turkay et al show that there is a growing body of research and stakeholders who are
encouraging video games in education. Learning theories are described in the article and include
explanation about cognitive, social and cultural theories. It is also shown how each theory can be
manifested in different video games for example from a cognitive perspectives many games
encourage critical thinking, from a social perspective game forums promote collaboration.

Another point made by Turkay et al show the difference between game design feedback and
classroom feedback, "In a classroom negative feedback can be discouraging, in a game it is
considered a challenge" (2015, p 14). Another important consideration for students to have a
certain level of choice. Furthermore Turkay et al show the interface needs to be accessible rather
than distracting in order to encourage learning. This article conclude with a useful table that
provides questions around games and learning theories. Teachers can use to guide their decision
making in games. All of the above is meant to help educator feel empowered to try gamification
in their classrooms.
Bruder, P. (2015). GAME ON: Gamification in the classroom. The Education Digest, 80(7),
56-60. Retrieved from
This article is more of a practical guide than the other articles. Rather than presenting
research or game theory, Bruder lists a series of resources and strategies to aid educators in
implementing game design in classrooms and lessons (2015). Bruder argues that game design is
an effective tool in instructional design because it increases engagement, enthusiasm,
collaboration, imagination, and cognition (2015, p 56). The elements of good games are
described in detail and an emphasis is placed on the importance of participation, interaction and
immediate feedback (2015 p 58). Trends in gamification are also listed. Bruder shows that
whereas some teachers use a wide variety of technology from desktops to laptops to game
consoles, not all gamified classrooms use technology. Still others use web based applications
such as Edmodo or Class Dojo which offer badges and the possibility of leveling up to motivate.
There is advice for getting started with a gamified classroom, gamification gurus and useful
resources are also provided. Basically this article is a DIY manual for educators interested in
implementing gamification in their classrooms.